共同思考和共同学习：课堂讨论的干预研究

在日本的课堂中,学生受到两种不同力量的影响,一种为竞争,即学生都迫切希望成绩更优异;另一种为基于集体的共识,即同样这些学生必须相互合作以应对日常生活。这两种相互矛盾的力量对学生的行为和讨论产生了影响。通过开展一项名为＂通过合作学习＂的教育干预研究,对干预的效果采用了定性和定量的分析,用智力测验测量了学生集体完成非言语推理任务的能力,对干预的前-后测结果进行分析,发现干预是有效的。我们发现,小组讨论质量和个体推理能力有所提高,一些在小组活动和小组讨论中有困难（孤僻、不参与活动或被忽视）的学生有了进步,教师对小组讨论的看法以及管理小组讨论的技能也发生了改变。同时,我们也发现了某些障碍使得小组活动无法很好地进入课堂。可能需要提供进一步的干预才能实现＂班级＂的合作功能。     

Tool for Assessing Responsibility-Based Education (TARE): Instrument Development,Content Validity,and Inter-Rater Reliability

Numerous scholars have stressed the importance of personal and social responsibility in physical activity settings; however, there is a lack of instrumentation to study the implementation of responsibility-based teaching strategies. The development, content validity, and initial inter-rater reliability testing of the Tool for Assessing Responsibility-Based Education (TARE) are described here. Inter-rater agreement was calculated for paired observations focused on 2 different teachers delivering a total of 18 separate physical education lessons for students in grades 1 through 6. Findings indicate that the Tool for Assessing Responsibility-Based Education provides scores with adequate inter-rater reliability. The procedures employed in this study proved feasible and enable observers to characterize the implementation of responsibility-based teaching in physical education. The Tool for Assessing Responsibility-Based Education has numerous research and training applications relative to the Teaching Personal and Social Responsibility model (Hellison, 2003 Hellison, D. 2003. Teaching responsibility through physical activity, 2nd, 15–38. Champaign, IL: Human Kinetics.  [Google Scholar]) and the national content standards for K–12 physical education, specifically Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings (National Association for Sport and Physical Education, 2004 National Association for Sport and Physical Education (NASPE). 2004. Moving into the future. National standards for physical education, 2nd, 39–43. Reston, VA: Author.  [Google Scholar]).     

试谈新闻作品思想的形成

新闻的思想性是近年来新闻界关注的一个议题。笔者从历史、宏观和微观三个方面去论证新闻作品思想性形成的主客观条件，从而证实了新闻思想性形成的几个重要条件和基础，使新闻作品的思想性形成了一个比较清晰的论证。     

高师文学课程教学指弊与改革刍议

高等师范院校文学课程教学中存有不少弊端，而其教学改革却比中学语文教改相对沉寂与滞后。文中主要从三方面阐述高师文学课程教学之弊，并提出改革的拙见。旨在引起有关领导和师生的注意，共同推进高师文学路程教学改革的进展，使培养的人才能够更快更好地适应中学语文教学的需求。     

绘画观察谈

绘画观察的目的是为绘画有选择地寻求自然形态中那些具有审美价值的因素，只有运用正确的观察方法才能全面地认识客体。这就需要对客体有选择地、深入细致地进行观察，需要对客体进行整体的及在思维的参与下的观察。同时，要提高主体的主观认识、艺术修养和审美能力，才能更好地把握客体中的审美因素。要了解不同化背景和观念形成的不同的观察方式，才能更有助于绘画的表现。     

Action research on a collegial model of peer observations

Observing peers for professional development is a familiar and valuable practice but not always favoured in many educational institutions. This small-scale action research (AR) was conducted in an institution where teachers are accustomed to regular peer observation, requiring each teacher to conduct peer observation and to reflect in their teachers’ portfolios. Conventionally, to fulfil the requirement each teacher finds a colleague to observe them either with or mostly without a certain focus. This study, however, employed action research methodology to inquire into a collegial peer observation model to improve this organisational practice. It aimed to promote mutual growth of the participating faculty members in an agreed area. Including the author, five faculty members, who are midcareer and experienced English language teachers, acted as members of the consultation group. In the AR project, appreciative inquiry was used when reflecting on the observed classes and during focus group interviews. As a result of this AR, at least two levels of knowledge were generated: first-person (author) and second-person (the team). The knowledge claim that this practitioner research constructed is ‘When small groups of teachers conduct peer observations focusing on a common concern, learning and collegial growth may increase.’ It is expected to lead to a third-person stage in the department and the academic community in general.     

生活课与生活技能培养的思考

本文对生活课和生活技能培养的意义、作用和生活课、生活技能的特点进行了思考 ,并阐述了小学生活课的主要内容和学习标准     

搞好实验教学 注重学生能力和素质的培养

搞好实验教学课教学，应注重学生能力和素质的培养。要做好实验课教学工作，首先应重视实验课教学，并在此基础上切实抓好实验课教学，在教学时注意对学生能力的培养，使实验对提高学生的综合素质发挥重要的作用。     

UG模式下的对外汉语语法教学

基于普遍语法的第二语言教学理论UG模式日益引起第二语言教学研究者的关注,而其在对外汉语教学领域还应用不多。我们欲在UG模式下对汉语语法教学进行探讨。我们认为,首先,汉语形式句法研究的逐步展开与深入,是UG模式下对外汉语语法教学的汉语本体研究的重要基础。其次,对于具有学术探讨和研究精神的成年学习者而言,形式句法重解释的研究倾向使得UG模式具有极大的吸引力,可以有效推进当今居于主流的对外汉语成人教学的发展。     

曾国藩与胡林翼人才观的比较

湘军集团之首曾国藩和胡林翼始终将人才问题置于国家兴亡的角度,视其为战争胜利的关键。他们俩在实践中积累了丰富的经验并且最终形成一套系统实效的人才理论,并为此做出巨大的努力从而创造出一个人才鼎盛的局面,但同时由于当时各方面的因素也使二人的人才观存在着一些差别。这些都成为赢得战争胜利的重要因素并且对晚清政局也产生了深远的影响。